Problem solving, which often involves multiple steps, is an integral part of physics learning and teaching. Using the perspective of the epistemic game, we documented a specific game that is commonly pursued by students while solving mathematically based physics problems: the analytical derivation game. This game involves deriving an equation through symbolic manipulations and routine mathematical operations, usually without any physical interpretation of the processes. This game often creates cognitive obstacles in students, preventing them from using alternative resources or better approaches during problem solving. We conducted hour-long, semi-structured, individual interviews with fourteen introductory physics students. Students were asked to solve four “pseudophysics” problems containing algebraic and graphical representations. The problems required the application of the fundamental theorem of calculus (FTC), which is one of the most frequently used mathematical concepts in physics problem solving. We show that the analytical derivation game is necessary, but not sufficient, to solve mathematically based physics problems, specifically those involving graphical representations.

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[This paper is part of the Focused Collection on Upper Division Physics Courses.] Students learning to separate variables in order to solve a differential equation have multiple ways of correctly doing so. The procedures involved in separation include division or multiplication after properly grouping terms in an equation, moving terms (again, at times grouped) from one location on the page to another, or simply carrying out separation as a single act without showing any steps. We describe student use of these procedures in terms of Hammer’s resources, showing that each of the previously listed procedures is its own “piece” of a larger problem solving activity. Our data come from group examinations of students separating variables while solving an air resistance problem in an intermediate mechanics class. Through detailed analysis of four groups of students, we motivate that the mathematical procedures are resources and show the issues that students must resolve in order to successfully separate variables. We use this analysis to suggest ways in which new resources (such as separation) come to be.

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Two papers from the thermal physics project have been accepted for publication in Physical Review Special Topics – Physics Education Research. Phys. Rev. ST – PER is publishing a Focused Collection on Physics Education Research in Upper Division Courses.

Chase and Wittmann (2012): PERC Paper Award Finalist

December 17th, 2012

Congratulations to Evan Chase and Michael C. Wittmann: Their paper “Evidence of embodied cognition via speech and gesture complementarity” was a finalist in the competition for the 2012 PERC Proceedings Paper Award.

UMaine PERL has a track record of outstanding conference proceedings papers. In 2011, Rabindra Bajracharya et al.’s paper “Student interpretation of definite integrals at the math-physics interface” was among the seven finalists for the award. The year before, “Addressing Student Difficulties with Statistical Mechanics: The Boltzmann Factor” by Trevor Smith et al. made it to the final round of nominated papers.

Papers for the PERC Proceedings Paper Award are selected based on feedback from reviewers, the PERC Proceedings editors, and a committee selected by the Physics Education Research Leadership Organizing Council (PERLOC). The award winner is chosen for the outstanding quality of the carried out research, the overall readability of the paper, and the potential impact on the PER Community. An amount of $200 is awarded to the authors of the winning paper.